NASA’s Project X-51

Project Paper Rocket Adaptation

Objective
To implement the Engineering Design Process to design, construct, test, and launch a paper rocket using a real-world problem-solving simulation.

Description
Student design teams will form rocket contractor companies and compete to construct paper rockets capable of being launched from the Pop! Rocket Launcher. Students will propose the design, costs and testing of their rocket for launch. Teams achieving the highest altitude warrant consideration for future contracts and project benefits. Teams will maintain a working journal of their project and present their findings to the class via 21st Century tools.

Adapted/Edited Project Files
The following .pdf files are a mixture of the original Project X-51 activity files found in the NASA Rockets Educator Guide and the adapted pages which use the high-pressure paper rockets on the safer Pop! Rocket Launcher in place of compressed water bottle rockets.

• The High-Pressure Paper Rocket activity was withdrawn from the NASA archives when the High-Pressure compressed air launcher used in the directions was identified as having potential safety flaws.
• The file included here "15_High Powered paper RocketsEDIT.pdf" has been edited to include the NASA recognized safe Pop! Rocket Launcher which utilizes 2 liter plastic bottles compressed to launch the paper rocket.

Materials
Launch Materials:
Pop! Rocket Launcher from the NASA Rockets Educator Guide (Separate directions)
(5) – 12” (30cm) pieces of ½” PVC pipe
(5) – 2 liter plastic bottles (rinsed clean)
Duct Tape

Rocket Construction Materials per Design Team:
*Derived from the NASA Advanced High-Power Rocket Design
(2) Sheets of Standard 8 ½ ” x 11” Paper (white or colors)
(1) dispenser of clear cellophane/Scotch® tape
(1) – Ruler metric and English units
(2) – Age Appropriate Scissors
(1) – Protractor
(1) – 12” (30cm) x ½ “ PVC Pipe
– Student Project Journal (per each student)
*Student journals may be incorporated into Interactive Science Notebooks
I recommend a 3-prong pocket notebook for this purpose to permit insertion of
project forms and inserts provided by the teacher, photographs, sketches and data
recorded by the students.

Project Preparation
Teacher Advance Preparations:
Depending upon the size of the classes and the frequency of use it is recommended that more than one launcher is constructed and on display during the project and, then, available for launches. While intermediate students may be capable of measuring and cutting the PVC pipe with the specialized PVC pipe-cutting tool this task may be better left to the adult(s) managing the project.

Precut enough PVC pipe lengths of 12” or 30cm for every student team. This length ensures that the students may choose to construct their rockets with the paper rolled along the length or width (“hotdog” or “hamburger”) and be able to grasp the tubing to remove it easily. The PVC pipe cutter with ratchet action tool is extremely easy to use and provides for a no mess clean cut of the pipe eliminating the sanding of sharp edges left by saw blades.
Student Interactive Notebooks/Journals may already be a part of the class management system. If so, weave this project into your existing system, otherwise, you may wish to consider a simple 3-prong pocket folder which will permit the students to insert project materials as the project matures. ScienceNotebooks.org has a nice explanation of this tool if you are unfamiliar with it.

Schools with online student portfolios or folder systems for students’ digital storage may wish to encourage student collaborative efforts that may also include Wikispaces Classroom, Google Doc/Drive, or other approved school system student share sites. Students may create PowerPoint or Prezi presentations in these areas to be shared with the class during proposal or final report stages.

Student Teams assignments should consider the following roles to be lead by team members:

• Project Manager
  • Oversees the entire project and its components to ensure the project tasks are completed within the designated due dates.
  • This is the only person on the team who may communicate directly with the teacher during the project phases.
• Budget Director
  • Keeps an accurate accounting of project funds; including all expenses, payments received, payment of project bills and the signing of all team design checks.
• Design & Launch Director
  • Supervises the design and construction of the rocket,
  • Directs team and other student staff during launch.

All students work together on the design, construction and completion of the project, but the leads are particularly focused on their tasks and responsibilities. If student teams must be larger than three members, additional positions may be designed specifically related to outcomes for the project. Identification Badges may be fashioned to include added positions. Samples:

• Communications/Public Affairs Officer
  • Designs, constructs and maintains the student presentation multimedia
  • Creates Daily News stories for posting of classroom blog or hard copies for bulletin board
  • Photographic documentation of the project and its progress
• Tracking Officer
  • Constructs the altitude tracking instruments and calculates the altitude of the rocket.
  • Practices making measurements of objects in the school grounds with a known height.
  • Employs a Tracking team subcontracted from other student teams.
• Weather Officer
  • Creates a daily weather log and reports to the team journal regarding weather conditions for the area specifically regarding wind and precipitation for scheduled tests and launches.

Student Skills/Standards to be employed during this project:

Mathematics:

• Number & Operations
• Geometry
• Measurement and Data Analysis
• Problem Solving
• Mathematical Practices

Reading/Language/Writing (ELL):

• Key Ideas and Details
• Craft and Structure
• Integration of Knowledge and Ideas
• Text Types and Purposes
• Production and Distribution or Writing
• Research to Build Upon and Present Knowledge
• Comprehension and Collaboration
• Presentation of Knowledge and Ideas

Science: (Broad NGSS Performance Expectations)

• 5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down
• 5-PS3-1 Energy can be transferred in various ways and between objects

Engineering Design

• 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
• 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
• 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Science and Engineering Practices:

• 3-5-ETS1-1 Asking Questions and Defining Problems
• 3-5-ETS1-3 Planning and Carrying Out Investigations
• 3-5-ETS1-2 Constructing Explanations and Designing Solutions
• 5-LS1-1 Engaging in Argument and Evidence
• 5-LS2-1 Developing and Using Models
• 5-ESS1-2 Analyzing and Interpreting Data
• 5-ESS3-1 Obtaining, Evaluating, and Communicating Information

Technology:

• Creativity and Innovation
• Communication and Collaboration
• Research and Information Fluency
• Critical Thinking, Problem Solving and Decision Making
• Digital Citizenship
• Technology Operations and Concepts.

*Tech Coach Corner Web Page for Bradley County Grade Level Expectations nicely organized and
adapted to their school system.